A Self-Study of Literacy Practice: Tensions Between the Ideal and the Real

• In Event: 14.045 - Roundtable Session 2
  In Roundtable Session: 14.045-17 - Investigating Language and Literacy Frameworks With Self-Study

Abstract

This self-study examined how my beliefs about literacy were reflected in my teaching practice through the alignment of my practice with six instructional elements suggested by Allington and Gabriel (2012). Data sources included: time-log for one week (literacy instruction schedule); post-teaching reflections; and, written response to each of Allington and Gabriel’s instructional elements. Data were analyzed using a constant-comparison method (Dye et al., 2000). Findings suggest my practice aligned with the suggested literacy elements, yet there were several tensions between my beliefs and my teaching practices. These tensions were represented in my roles as a teacher, my beliefs about teaching/learning, my actions in the classroom, and my planning for literacy instruction, reflecting conflict between “ideal” and “real” beliefs.

Authors

• Jamie Nelson, North Mahaska Elementary

• Deborah L. Tidwell, University of Northern Iowa

• Salli Forbes, University of Northern Iowa

• Sohyun Meacham, University of Northern Iowa